Applied Mathematics Level 1

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Applied Mathematics Level 1

© All Rights Reserved

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Level 1

Worldwide Interactive Network, Inc.

1000 Waterford Place, Kingston, TN 37763 888.717.9461

2008 Worldwide Interactive Network, Inc. All rights reserved.

2 Applied Mathematics

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Applied Mathematics 3

Hi, my name is EdWIN. I will be your guide

through Applied Mathematics. We will go

through this course together. Look for me to

pop up throughout your lessons to give you

helpful tips.

Now, dont get nervous. I know how many

of you feel about math, especially when the word

fraction is mentioned. We will cover one topic

at a time. I will be here to give you examples to

help you along.

If the content of the lesson is something that

you understand, you should be able to work

through it at a faster pace. If the material is

difficult, read the text several times. Then, try

to work the exercises one at a time. After you

try one problem, look at the solution. You can

learn by reviewing each step that is provided in

the solution. Think about the process being

shown. Now, think positive. Negative attitudes

are not allowed!

Applied Mathematics is a course designed to

help you solve math problems. It is important

that you have basic math skills. It is also

important that you can apply them to problems

that arise on your job. The main focus of this

level of Applied Mathematics is to learn the basics.

We will start at the very beginning.

INTRODUCTION

Hi! Im EdWIN!

4 Applied Mathematics

At Level 1 you should be able to:

recognize whole numbers.

count using whole numbers.

add whole numbers.

count by 2s, 5s, 10s, and 25s.

read and follow basic instructions.

define time units.

PREREQUISITE SKILLS

Applied Mathematics 5

In this level you will:

learn math symbols (+, -, , =, %, $, , @, #, ).

read a clock to determine time.

read simple meters to determine measurements.

learn whole number place values.

read and write numbers in standard notation

and in words.

use tenths and hundredths place values.

count money and write units of money.

explain the idea of a fraction and write

fractional units.

LEARNING OBJECTIVES

6 Applied Mathematics

LESSON 1 Reviewing Skills

LESSON 2 Recognizing Basic Math Symbols

LESSON 3 Telling Time

LESSON 4 Reading Simple Meters

LESSON 5 Recognizing Whole Number Place Values

LESSON 6 Reading and Expressing Numbers

LESSON 7 Recognizing Place Values in Money

LESSON 8 Counting Money

LESSON 9 Reading and Writing Fractions

LESSON 10 Posttest

OUTLINE

Applied Mathematics 7

REVIEWING SKILLS

Lets begin by taking a Pretest on the skills

that you should already know. These skills include

knowing whole numbers, counting with whole

numbers, and following basic instructions.

See if you are ready for this level by completing

the exercise. The answers will be on the pages

following the Pretest. You should be able to

complete all of the problems. If you cannot, please

seek instruction from a tutor before you begin

this course. Good luck!

LESSON 1

Lets review your math skills.

8 Applied Mathematics

EXERCISE PRETEST

Instructions: Select the answers that show the correct number.

1. Count the following objects. How many objects are in the

box?

a. 5

b. 21

c. 16

d. 15

e. 4

LESSON 1

Applied Mathematics 9

2. Count the following objects. How many objects are in the

box?

a. 4

b. 8

c. 18

d. 3

e. 2

3. Count the following objects. How many objects are in the

box?

a. 11

b. 12

c. 9

d. 8

e. 0

LESSON 1

10 Applied Mathematics

Instructions: Look at the pattern of whole numbers. Decide if the pattern is

counting by 1s, 2s, or 5s. Write the missing number in the space

provided.

4. 1, 2, 3, ____, 5

5. ____, 1, 2, 3

6. 25, 30, 35, 40, ____

7. 126, 127,128, ____

8. 0, 2, 4, 6, ____, 10, 12

Instructions: Read the following passage and answer the questions that follow.

Sandy works in a factory that makes shirts. She has

trouble staying awake during the day because she

works the night shift. She makes $5.75 per hour. Sandy

and her husband live in Griffin, Georgia. Her husband

is a plumber, and they have three children.

LESSON 1

Applied Mathematics 11

9. Where does Sandy work? _________________________

10. Why cant Sandy stay awake during the day?

_____________________________________________________

11. How many children does Sandy have? _____

12. Place an X on the third object counting from the left side of

the page.

^ ^ ^ ^ ^ ^

13. Circle the number that is under the middle letter.

P A Y D A Y S

5 10 15 20 25 30 35

LESSON 1

12 Applied Mathematics

14. Count the pencils in the box. Write your answer in the space

provided.

Answer: _________ pencils

15. Place a check mark on the circle with an arrow showing

movement to the left at the top of the circle.

LESSON 1

Applied Mathematics 13

ANSWERS TO EXERCISE

1. Answer: c. 16 objects

2. Answer: d. 3 objects

3. Answer: a. 11 objects

4. Answer: 1, 2, 3, 4, 5

5. Answer: 0, 1, 2, 3

6. Answer: 25, 30, 35, 40, 45

7. Answer: 126, 127, 128, 129

8. Answer: 0, 2, 4, 6, 8 , 10, 12

9. Answer: in a factory

10. Answer: She works the night shift.

11. Answer: 3

LESSON 1

14 Applied Mathematics

12. Place an X on the third object counting from the left side of

the page.

^ ^ ^ ^ ^ ^

13. Circle the number that is under the middle letter.

P A Y D A Y S

5 10 15 20 25 30 35

14. Answer: 5 pencils

15. Place a check mark on the circle with an arrow showing

movement to the left at the top of the circle.

LESSON 1

Applied Mathematics 15

RECOGNIZING

BASIC MATH SYMBOLS

Youre about to start Lesson 2. You must have

done well on the Pretest. This lesson is going to

teach some basic math symbols. Sometimes, we

call symbols signs. You may know some of them.

If that is the case, thats great.

There are a lot of signs in math. People who

do a lot of math like shortcuts. Symbols are easier

and faster to write than writing words. Symbols

are used for math processes. Here are the symbols

we will look at in this lesson.

MATH SYMBOLS

+ add - subtract multiply

divide = equal %percent

$ dollar cent @at

# number/pound degree

We will go over each symbol and talk about

what it means. You will need to practice

remembering the ones you do not know. We

are going to start with symbols that mean a math

process.

LESSON 2

S

A

L

E

2

5

%

O

F

F

What symbol do you

see?

16 Applied Mathematics

Addition

Lets begin by looking at the + (plus) sign.

This symbol means to add. If you see 4 + 5, you

should add four and five. Four books plus five

books adds to nine books.

I will not try to teach you to add in this

course. This lesson is about symbols. In the next

level, I will show you how to add using a

calculator. For now, I want you to know the

symbol used to show addition. When we read

4 + 5, we say 4 plus 5.

is

LESSON 2

Applied Mathematics 17

Subtraction

Next, lets talk about the minus sign. It looks

like this: - . This sign means to subtract. It is the

opposite of the plus or addition sign. If you have

9 - 5, you take five away from nine.

For example:

Do you see that if you have 9 books and 5 are

taken away, you have 4 left?

Some people say the minus sign means take

away or less.

9 - 5

This is read as 9 minus 5. You might think:

9 take away 5

or

9 less 5

LESSON 2

18 Applied Mathematics

Some minds like to think:

5 less than 9

Five numbers less than nine is the number four.

This process is called subtraction.

Equal

The answers to math problems are often

found after the symbol =. It means equals or is

equal to. Earlier, we had:

4 + 5

four plus five

We said when you add 4 and 5, the answer is 9.

We write this phrase like this:

4 + 5 = 9

four plus five equals nine

Some people might say the result of working a

math process follows the equals sign.

LESSON 2

Applied Mathematics 19

Multiplication

Multiplication is really a fast way to add. We

use the symbol to mean multiply. When you

see 3 4, it means the number 3 is to be

multiplied by the number 4. We often say,

3 times 4. That is because in multiplication, you

are counting the same number multiple times.

In this example, 3 4, you are counting a group

of 4 3 times.

groups of 4 - 3 times

Do you see why I said multiplying is really

counting fast? Instead of making a drawing to

count, we learn the fact that 3 groups of 4 equals

12.

LESSON 2

20 Applied Mathematics

There are many jobs where you may need to

multiply, such as carpentry, landscaping, and

decorating. Being able to multiply helps you do

some jobs faster. There are basic multiplication

facts that are taught in school. I hope you

remember them. If you have not needed to

multiply often, you may have forgotten them.

Do not worry. We will learn to multiply using a

calculator in the next level.

However, you may not always have a

calculator handy. If you know some of the facts,

but have forgotten others, you may use the table

to review.

The numbers across the top and the left side

of the chart are your guides. The problem 10 7

is read ten times seven. Find the 10 on the left

side of the chart and touch the 10 with a finger

on your left hand. Find the 7 at the top of the

chart and touch the 7 with a finger on your right

hand. Slide your fingers over the chart as shown

until they meet. You should see the number 70.

Ten times seven equals seventy.

LESSON 2

Applied Mathematics 21

Lets try another problem: 5 8. Find the 5

on the left side of the chart. Find the 8 on the

top. You should find that five times eight is forty.

If you do not know these facts, you might

want to try learning them by making a set of

cards. Write the problem on one side of a card

or paper. Write the problem and answer on the

other side. Start with 5 to 10 cards. If you start

with too many, you might get frustrated.

LESSON 2

1 2 3 4 5 6 7 8 9 10

2 4 6 8 10 12 14 16 18 20

3 6 9 12 15 18 21 24 27 30

4 8 12 16 20 24 28 32 36 40

5 10 15 20 25 30 35 40 45 50

6 12 18 24 30 36 42 48 54 60

7 14 21 28 35 42 49 56 63 70

8 16 24 32 40 48 56 64 72 80

9 18 27 36 45 54 63 72 81 90

10 20 30 40 50 60 70 80 90 100

MULTIPLICATION TABLE

22 Applied Mathematics

From time to time, look at the sides of the

cards without the answer. See if you know the

answer. If you do not remember it, turn the card

over. Studying multiplication facts will help you

learn them. Practice a few at a time until you

begin to remember them. Then, try adding new

facts to your set.

This can be a hard process. You do not have

to know how to multiply to complete this course.

Knowing at least some facts will make it easier

at times.

LESSON 2

Practice if you

want to learn multiplication facts.

Applied Mathematics 23

Division

The next symbol we will look at is the division

sign. This means the opposite of multiplication.

We said that 5 8 = 40. If we go backward,

40 8 = 5. This is read as forty divided by eight

equals five. Forty can be divided into eight equal

parts. Look at the following example of division.

An office with 4 workers won the local radio stations

morning breakfast. The station sent 12 doughnuts.

How many doughnuts can each worker have?

12 doughnuts among 4 workers

Each worker gets 3 doughnuts when the 12 are

divided.

12 4 = 3

These symbols, +, -, , and , have

introduced the four basic math operations. Now,

lets look at some other math symbols.

LESSON 2

24 Applied Mathematics

Money

You probably know the dollar sign when you

see it. The dollar symbol looks like this: $. We

put it in front of dollar amounts. When we write

four dollars in symbols, we write $4.00. We

always write the $ symbol in front of the amount.

We sometimes use the cent symbol, which looks

like this: . This sign goes behind the amount.

Four cents can be written as 4. Remember that

4 cents is part of a dollar, so it can also be written

as $.04. We will talk about how to write amounts

of money in another lesson.

You may not know the next few symbols.

They are not used as much as the others. Hang

in there, though. Theyre not too difficult.

LESSON 2

I like these symbols.

Applied Mathematics 25

Percent

Another symbol that is used to give important

information is the percent sign, %. Percents are

commonly used in the business world. They are

used to measure things like taxes and interest.

Percents are a way of describing parts of a whole.

With percents, one whole is divided into 100

parts. When referring to a percent, it means out

of 100. For instance, look at Figures A and B.

Figure A Figure B

In Figure A, all of the squares (the 100 parts

of this whole) are shaded. It means 100%. We

put the sign % after the number. When you hear

or say, 100% of something, this means all of it.

In Figure B, 50 of the squares are shaded.

This shows 50%. Notice 50 out of 100 is one-

half.

LESSON 2

26 Applied Mathematics

Most of the time when percents are used,

visuals like Figures A and B will not be shown.

You should know what it means when you hear

different percents. For example, you might hear

that 25% of your wages are withheld for taxes.

If you are paid $100, then $25 will be

withheld. Your take-home pay will be $75.

Twenty-five percent of your wages goes to pay

taxes. Again, remember percent is based on 100.

25%

25%

LESSON 2

Applied Mathematics 27

Other Symbols

The @ symbol is sometimes used in math

problems. To say that we have 4 items at 10

each, we write: 4 @ 10. In math, if you use the

word at, you may use this symbol. This symbol

is also used in Web addresses.

A symbol for the word number is #. Its really

a shorthand symbol. I can write the number four,

or I can write #4. Its a short way to write the

word number. This same symbol is sometimes

used to mean pounds. We write that the

computer weighs 15#. If the symbol is before a

number, it means number. If it follows a

number, it means pounds.

#10 number 10

10# 10 pounds

LESSON 2

28 Applied Mathematics

The last symbol we will talk about is called

the degree symbol. It looks like a small circle.

You will see it when you read temperatures. If it

is sixty degrees outside, you could write 60. You

may also see it when referring to angles. If you

do carpentry work, you have worked with ninety

degree angles. This is written as 90. It is read as

ninety degrees. Though we will not study angles,

you should know the sign for degree.

Symbols have meanings. Most of them are

shorthand for words. Lets see if you can

remember what the symbols mean by doing the

following exercise. The answers will follow. Good

luck!

LESSON 2

I hope you can remember what all

of these math symbols mean.

Applied Mathematics 29

EXERCISE NUMBERS AND SYMBOLS

Instructions: Write the following words in numbers and symbols.

1. seventy-six degrees ____________________

2. number thirty-two ____________________

3. five dollars ____________________

4. forty-seven cents ____________________

5. eighty-seven percent ____________________

6. six plus four equals ten ____________________

7. twelve minus three equals nine ____________________

8. eight times seven equals fifty-six ____________________

9. ten divided by two equals five ____________________

10. five items at twelve cents each ____________________

LESSON 2

30 Applied Mathematics

ANSWERS TO EXERCISE

1. seventy-six degrees

Answer: 76

2. number thirty-two

Answer: #32

3. five dollars

Answer: $5.00

4. forty-seven cents

Answer: 47 or $.47

5. eighty-seven percent

Answer: 87%

LESSON 2

6. six plus four equals ten

Answer: 6 + 4 = 10

7. twelve minus three equals

nine

Answer: 12 - 3 = 9

8. eight times seven equals

fifty-six

Answer: 8 7 = 56

9. ten divided by two equals

five

Answer: 10 2 = 5

10. five items at twelve cents

each

Answer: 5 @ 12 or

5 @ .12

Applied Mathematics 31

TELLING TIME

To begin this lesson, lets review counting by

5s. You need this skill when reading a clock face.

Since there are 60 minutes in an hour, we will

practice counting to 60 by 5s. When we count

by fives, we are adding faster.

5

5

10

5 10

15

5 10 15

20

5 10 15 20

25

5 10 15 20 25

30

5 10 15 20 25 30

35

5 10 15 20 25 30

35

LESSON 3

32 Applied Mathematics

40

5 10 15 20 25 30

35 40

45

5 10 15 20 25 30

35 40 45

50

5 10 15 20 25 30

35 40 45 50

55

5 10 15 20 25 30

35 40 45 50 55

60

5 10 15 20 25 30

35 40 45 50 55 60

LESSON 3

Applied Mathematics 33

Knowing how to count by fives will help you

tell time. If you already know how to tell time,

turn to page 42. Here you will find the exercise

for Lesson 3. Make sure you can do all of these

problems. If so, move on to Lesson 4. If you do

not know how to tell time, follow me and I will

show you how.

This is a clock face.

Figure 1

Look around your home or workplace and

find a clock that has numbers on it like the one

in Figure 1. You may find more than one kind

of clock. The kind with lighted numbers as in

Figure 2 is called a digital clock.

LESSON 3

34 Applied Mathematics

7:32

Figure 2

Digital clocks show time in the standard written

format:

hour : minutes past the hour

The time 7:32 means it is 32 minutes after 7

oclock. What does 4:05 mean? It is five minutes

after 4 oclock. It is easier to read a digital clock

than a clock face.

Before we talk more about time, lets review

some basic units that measure time.

Day period of light between one

night and the next; or 24

hours

Hour one 24th part of a day; or

60 minutes

Minute one 60th part of an hour; or

60 seconds

Second one 60th part of a minute

LESSON 3

Applied Mathematics 35

If youve found a clock, take a look at it. It

probably has a knob so that you can move the

parts on the front. Turn this knob a few times.

The parts that move on the front are called

hands. In Figure 3, the longer hand is on the 12.

The shorter hand is on the 5.

5:00

Figure 3

The long hand is called the minute hand. The

short hand is the hour hand the hour that it

is. In Figure 3, it is five oclock, which is written

as 5:00.

On the hour (that is at one oclock, 2 oclock,

3 oclock, and so on) the long hand always points

toward the 12. The short hand points to the

hour. Look at the following clocks to see what I

mean.

12:00 2:00 4:00 10:00

Figure 4

LESSON 3

36 Applied Mathematics

Some clocks have a little hand that is

constantly going around the clock face. That

hand keeps track of seconds. It is called the second

hand. It will travel around the clock once in one

minute. Each time the second hand moves all

the way around the clock face, the minute hand

(long hand) will move once to show that one

minute has passed.

In the same way, the minute hand (long hand)

will move around the clock face once showing

that one hour has passed. When the minute hand

moves completely around the clock face, the

hour hand (short hand) will move to the next

hour.

As you have seen, the numbers 1 through 12

on your clock show the hour. The short hand

points to the hour. These 12 numbers are also

used to show minutes using the long hand. The

numbers are read in 5-minute increments.

1 means 5 minutes

2 means 10 minutes

3 means 15 minutes

4 means 20 minutes

5 means 25 minutes

6 means 30 minutes

7 means 35 minutes

8 means 40 minutes

9 means 45 minutes

10 means 50 minutes

11 means 55 minutes

LESSON 3

Applied Mathematics 37

For example, look at Figure 5. When the short

hand is on the 2 and the long hand on the 3, we

say it is 15 minutes after 2. The short hand (hour

hand) tells you the hour is two oclock. The long

hand (minute hand) is on the 3, which means

15 minutes. This clock shows 2:15. It is 15

minutes after two oclock.

Figure 5

LESSON 3

38 Applied Mathematics

one minute four minutes fifteen minutes

Figure 6

Some clocks will show the minutes like those

in Figure 6. If your clock does, start counting at

12. Move in a clockwise direction. In Figure 6,

you count to where the long hand points to the

3. The long hand shows that 15 minutes have

passed since 2 oclock. Here are 2 more examples:

20 minutes after 3 oclock 25 minutes after 11 oclock (11:25)

(We write this as 3:20)

Figure 7 Figure 8

LESSON 3

START

C

L

O

C

K

W

I

S

E

START

C

L

O

C

K

W

I

S

E

START

C

L

O

C

K

W

I

S

E

Applied Mathematics 39

When the long hand in on the 6, we can say

several things that mean the same time. Look at

Figure 9. It is 30 minutes after 2 oclock. We

usually say it is two-thirty. We write this as 2:30.

2:30

Figure 9

When the long hand passes 6 and is on 7, it

is two thirty-five (2:35). There are 60 minutes

in an hour. If it is thirty-five minutes past one

hour, then it is 25 more minutes until the next

hour.

60 - 35 = 25

Look at Figure 10. Two thirty-five is often

called twenty-five minutes before three oclock.

Sometimes we say 25 till 3. Do you see that they

are the same times?

2:35 or twenty-five till three

Figure 10

LESSON 3

40 Applied Mathematics

Here are some examples of time:

3:00 three oclock 2:05 five after two 8:45 fifteen till nine

3:22 twenty-two after three 10:41 nineteen till eleven 12:00 noon or midnight

Since there are 24 hours in a day, the hour

hand must move around the clock face twice in

one day. The morning hours are shown by a.m.

(I get up at 7:00 a.m.) The afternoon and

evening hours are shown using p.m. The 12:00

after the morning hours is called noon. The

12:00 after the evening hours is called midnight.

LESSON 3

Applied Mathematics 41

Remember, a digital clock simply tells the

correct time.

I2:45

It is forty-five minutes after twelve or twelve

forty-five. You could say it is (60 - 45 = 15) 15

minutes until 1 oclock.

Practice telling time by looking at a clock face

and then a digital clock. They should tell the

same time.

Now, lets practice a little. Im going to show

you some clocks and ask you to match the correct

time. The answers will be provided afterward.

Try your best before you look. Good luck!

LESSON 3

Ready, set, go!

42 Applied Mathematics

EXERCISE TELLING TIME

Instructions: Match the clocks on the left with the correct time on the right.

Place the letter corresponding to the correct time in the blank

beside each problem number.

1. ___

2. ___

3. ___

4. ___

5. ___

A. 3 oclock

B. 2:15

C. 6:29

D. twenty minutes till four

E. 8:59

F. ten after twelve

G. seven-thirty

H. midnight

I. fifteen after one

J. twelve minutes till ten

LESSON 3

Applied Mathematics 43

6. ___

7. ___

8. ___

9. ___

10.___

A. 3 oclock

B. 2:15

C. 6:29

D. twenty minutes till four

E. 8:59

F. ten after twelve

G. seven-thirty

H. midnight

I. fifteen after one

J. twelve minutes till ten

LESSON 3

44 Applied Mathematics

ANSWERS TO EXERCISE

1. C C. 6:29

2. D D. twenty minutes till four

3. A A. 3 oclock (3:00)

4. H H. midnight (or noon)

5. F F. ten after twelve

LESSON 3

Applied Mathematics 45

6. G G. seven-thirty

7. J J. twelve minutes till ten

8. E E. 8:59

9. B B. 2:15

10. I I. fifteen after one

Youve just completed Lesson 3. I hope you

did well. Now, its time to move on.

LESSON 3

46 Applied Mathematics

READING SIMPLE METERS

In Lesson 3, you practiced telling time. Did

you know that you were reading a simple meter?

Meters are devices used to measure things. You

could say a clock measures time. You may not

realize it, but you probably read other meters all

the time. We have to read rulers, timers, scales,

speedometers, and a number of things that

measure using numbers.

A common meter is the scale. Scales are

instruments or machines used for weighing. The

instruments must have a part that has marks to

show expected measures and a pointer. For

instance, the scales in a doctors office might look

something like this:

20 40 60 80 100 120 140 160 180 200 220 240 260 280 300

2 4 6 8 10 12 14 16 18 20

LESSON 4

You never know when

you might need to

read a meter.

Medical Scale

Figure 11

Applied Mathematics 47

The scales in your home may look like these:

Home Scales

Figure 12

Both types of scales have marks to show

different possible weights and a pointer. The

pointer shows the measurement of the object

being weighed. Most meters work the same way.

Thermometers are another type of meter.

They measure temperature. Some thermometers

have a pointer. Others may have a liquid that

rises to the point showing the temperature. (see

examples shown in figure 13 on the following

page)

1

0

0

1

1

0

120

1

3

0

1

4

0

LESSON 4

48 Applied Mathematics

Thermometers

Figure 13

Speedometers measure the rate of movement.

Cars have this meter in the dashboard. This lets

drivers know how fast they are going.

Speedometer

Figure 14

10

0

-10

-20

20

30

40

50

60

70

80

90

100

110

120

130

T

H

E

R

M

OM

E

T

E

R

140

10

30

50

70

90

110

130

150

170

miles per hour

(mph)

LESSON 4

Applied Mathematics 49

Lets look at another meter. The ampere meter

measures the amount of electrical current. An

ampere meter looks something like Figure 15:

Ampere Meter

Figure 15

The numbers on this meter range from 0 to

50. The pointer on this meter is pointing to the

30. This means there are 30 amperes of current

showing on this particular meter reading.

Look at the meter in Figure 16. The pointer

is halfway between 30 and 40. The halfway point

is 35. There are 35 amperes of current on this

meter reading.

Ampere Meter

Figure 16

0

10

20 30

40

50

0

10

20 30

40

50

LESSON 4

50 Applied Mathematics

Another meter you may have seen is your

electric meter. It may look like Figure 17. Read

the number that the arrow points to. If the arrow

is between two numbers, read the lower number.

Write the numbers down from left to right. Look

at the meter in Figure 17.

Electric Meter

Figure 17

This meter reads 00807. You could use this

number to figure your electric bill.

Now, lets see if you can read some meters on

your own. The answers will follow after the

problems. Good luck!

LESSON 4

Applied Mathematics 51

EXERCISE METERS

Instructions: Look at the following meters. Write the number shown by the

meter in the space provided.

1. ____________

2. ____________

3. ____________

4. ____________

5. ____________

0

10

20 30

40

50

LESSON 4

0

10

20 30

40

50

10

0

-10

-20

20

30

40

50

60

70

80

90

100

110

120

130

T

H

E

R

M

OM

E

T

E

R

140

52 Applied Mathematics

ANSWERS TO EXERCISE

1. Answer: 25

2. Answer: 25937

3. Answer: 50

4. Answer: 02437

5. Answer: 65 or 65 degrees

LESSON 4

Applied Mathematics 53

RECOGNIZING WHOLE

NUMBER PLACE VALUES

How are you doing? Dont be afraid of math.

Try to think of it as a game. The more you play

or practice, the better you will be at playing.

Lesson 5 is about reading whole numbers.

Whole numbers are the numbers beginning with

zero:

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, and so on

Digits are used to write whole numbers.

There are ten digits. They are:

0, 1, 2, 3, 4, 5, 6, 7, 8, 9

The position of a digit in a number shows its

place value. Lets start by looking at a place value

or position chart.

LESSON 5

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Place Value Chart

54 Applied Mathematics

When we write a number, each digit has a

place. Look at the number 52. We line up the

ones place with the 2, and the 5 will be in the

tens place. This means there are 2 units of one

and 5 tens.

Where a digit is located in a place value chart

tells the place value of that digit. Look at the

digit 9 in the following numbers:

935

91

9

The value of the digit is nine. The place value

varies. In 935, the 9 means 9 hundreds. In 91,

the 9 means 9 tens. In the number 9, the 9 means

9 ones.

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5 GROUPS OF 10 2 ONES

LESSON 5

Hang in there. Place

value is very important.

Applied Mathematics 55

Think about 435.

There are 4 groups of hundreds, 3 groups of

tens, and 5 ones. Together these digits placed in

this order make the number 435.

Lets look at another number: 11,380

Always think about the place value chart, and

you will not go wrong!

In the following exercise, try to find place

values on your own. As always, the answers will

follow the practice problems.

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1 1 3 8 0

ones

tens

hundreds

thousands

ten thousands

,

LESSON 5

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56 Applied Mathematics

EXERCISE PLACE VALUES

Instructions: Use the place value chart as needed. Write the place value of the

digit in each problem.

1. 2

2 is in __________ place?

2. 25

2 is in __________ place?

3. 327

3 is in __________ place?

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LESSON 5

Applied Mathematics 57

4. 1,527

1 is in __________ place?

5 is in __________ place?

5. 123,345

1 is in __________ place?

2 is in __________ place?

4 is in __________ place?

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LESSON 5

58 Applied Mathematics

ANSWERS TO EXERCISE

1. 2

Answer:

2 is in ones place.

2. 25

Answer:

2 is in tens place.

3. 327

Answer:

3 is in hundreds place.

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LESSON 5

Applied Mathematics 59

4. 1,527

Answer:

1 is in thousands place.

5 is in hundreds place.

5. 123,345

Answer:

1 is in hundred thousands

place.

2 is in ten thousands place.

4 is in tens place.

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LESSON 5

60 Applied Mathematics

READING AND

EXPRESSING NUMBERS

I hope you wont find Lesson 6 too difficult.

We did not talk about all place values in Lesson

5. We could have the place value chart show

numbers greater than millions. After millions

place, there are billions, trillions, and so forth.

We will not go into the entire number system

in this course. I just want you to understand

that the place value chart keeps moving to the

left as numbers get bigger.

In this lesson, youre going to write whole

numbers in words.

Some place value charts look like this:

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_ _ _

,

_ _ _

,

_ _ _

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_ _ _ 0 0 0

0 0 0

0 0 0 0 0 0

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LESSON 6

Check out the

commas.

Applied Mathematics 61

Do you see the commas in the previous chart?

Commas are written from right to left after every

third number. This helps the reader see place

values. In the number 9592136, you will have a

comma before the 1 and the 5. Always count

back three numbers from ones place.

Where would you put commas in this

number?

14035068

You should place one between the 5 and 0.

Another one goes between 4 and 0. Did you get

it right? 14,035,068

These commas show sets of numbers. Look

at the place value chart again.

Do you see a set of billions? a set of millions?

thousands? and ones? These sets are important

in reading numbers.

9, 592, 136

1 1 2 3 1 2 3

start here

count

_ _ _

,

_ _ _

,

_ _ _

,

_ _ _ 0 0 0

0 0 0

0 0 0 0 0 0

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LESSON 6

62 Applied Mathematics

You read numbers according to values on the

chart. Think about the number 5,468. You can

place the digits on the chart as shown beginning

on the right side above ones.

We write this number in words as: five

thousand, four hundred sixty-eight. The 5 falls

in the set of thousands, and so we say or

write five thousand. The comma behind the

five shows a move to the next set of three.

The 4 is in the hundreds place, and we say or

write four hundred. The tens place is always

written with numbers counting by tens: ten,

twenty, thirty, forty, fifty, sixty, seventy, eighty,

or ninety. In this case, we have six in the tens

place, so we say or write sixty. The ones place is

written just like we talk: one, two, three, four,

five, six, seven, eight, or nine. In this number,

we have eight (ones).

_ _ _

,

_ _ _

,

_ _ _

,

_ _ _ 5 4 6 8

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LESSON 6

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Applied Mathematics 63

Lets practice writing another number in

words. Think about the number 11,035,018.

First, we place the digits on the place value chart.

The first two digits fall in the set of millions,

so we write eleven million. The comma tells us

to move to the next set, which is thousands. We

would write thirty-five thousand. There is

another comma, so we move to the set of ones

and write eighteen. The number 11,035,018

would be written in words as eleven million,

thirty-five thousand, eighteen.

_ _

,

_ _ _

,

_ _ _ _ 1 1 0 3 5 0 1 8

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LESSON 6

PLACE

VALUE

AWARD

#1

Hope you win this one!

64 Applied Mathematics

Lets look again at a place value chart.

The values are marked in blocks of three. The

first block has ones, tens, hundreds. Each can

be written using ones as shown below.

This next block of three repeats this pattern

with ones replaced by thousands.

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LESSON 6

Applied Mathematics 65

The next set of three values shows millions.

Though we did not talk about billions in our

lesson on place values, we have used them in

this lesson. You can see the chart continues.

Numbers go on forever. I will stop with

billions. What I need you to see are the sets of

three. These are important to reading and

writing numbers.

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LESSON 6

66 Applied Mathematics

Notice I used a hyphen earlier to connect

sixty-eight. We use a hyphen to connect the

rightmost two digits of each set of numbers

between:

21 29

31 39

41 49

51 59

61 69

71 79

81 89

91 99

This is not easy to see at first. Lets write

another number to see what I mean.

26,732

We write this as twenty-six thousand, seven

hundred thirty-two.

The digits 2 and 6 are the rightmost in the

set showing thousands, so we write twenty-six

thousand. The digits 3 and 2 are rightmost in

the set showing ones. We write seven hundred

thirty-two.

It is not correct to say or write the word and

between numbers.

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rightmost rightmost rightmost

LESSON 6

Applied Mathematics 67

Examples of writing numbers with words:

ones place

2 two

5 five

tens place

10 ten

11 eleven

12 twelve

*15 fifteen

20 twenty

21 twenty-one

47 forty-seven

65 sixty-five

*Note: The teens are written as thirteen, fourteen, fifteen, sixteen,

seventeen, eighteen, nineteen.

hundreds place

*123 one hundred twenty-three

291 two hundred ninety-one

504 five hundred four

*Note: You do not use and between the numbers.

thousands place

4,689 four thousand, six hundred eighty-nine

9,999 nine thousand, nine hundred ninety-nine

ten thousands place

54,535 fifty-four thousand, five hundred thirty-five

Did you notice the hyphens? More

importantly, do you see the place values? You

should try some on your own. As always, the

answers will follow.

LESSON 6

68 Applied Mathematics

EXERCISE WRITING NUMBERS

Instructions: Fill in the blanks with the correct words for each number.

1. 29,450

twenty-nine_______________, four hundred fifty

2. 2,600

two ____________, six _____________

3. 3,495,200,000

three__________________,

four hundred ninety-five______________,

two hundred______________

4. 23,009

twenty-three_______________, nine

5. 15,068

_____________ thousand, _____________ _____________

LESSON 6

Applied Mathematics 69

Instructions:Write the numbers for the following words.

6. fifty-four

_______________

7. six thousand, fifty-six

_______________

8. eight million, five hundred thousand, four

_______________

Instructions: Look at the following words and numbers. Decide whats wrong

in each pair.

9. 543,268 five hundred forty three thousand two hundred

sixty eight

_________________________________________________

_________________________________________________

10. 800,000 eighty thousand

________________________________________________________

LESSON 6

70 Applied Mathematics

ANSWERS TO EXERCISE

1. Answer: twenty-nine thousand, four hundred fifty

2. Answer: two thousand, six hundred

3. Answer: three billion,

four hundred ninety-five million,

two hundred thousand

4. Answer: twenty-three thousand, nine

5. Answer: fifteen thousand, sixty-eight

6. Answer: 54

7. Answer: 6,056

8. Answer: 8,500,004

9. Answer: no comma after thousand

hyphens are missing in forty-three and sixty-eight

10. Answer: eighty should be eight hundred

LESSON 6

Applied Mathematics 71

RECOGNIZING PLACE

VALUES IN MONEY

Lesson 7 also uses place value. As I said, the

place value chart keeps adding places to the left

as numbers get bigger.

Now, lets think about that for a minute. As

we add places to the left, we can show numbers

getting larger. What if I add a place value to the

right of the ones place? Will I show numbers

smaller than one? The answer is yes. However, I

have to have a way to show where the ones place

is located. We use a dot called a decimal point. A

decimal point is placed after the number that is

in the ones place. The decimal point makes it

possible to show place values less than one.

LESSON 7

I want to know all about money.

72 Applied Mathematics

5 ones can be written as:

5

5.

5.0

5.00

All of these numbers mean 5 ones.

There are often reasons to show these place

values. Money is an example where we need to

be able to show amounts less than one. We write

amounts of money using two places to the right

of the decimal point. Therefore, lets talk about

these two place values.

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0 0 0 0 0 0 5 . 0 0

LESSON 7

Applied Mathematics 73

I want to keep this lesson as simple as possible.

I do not plan to explain decimals. At this level,

you should know that decimals or numbers to

the right of a decimal point show amounts less

than one. The place value just to the right of the

decimal point shows tenths and the next place

shows hundredths. Be careful as you study tenths

and hundredths because their names are so close

to tens and hundreds. Remember they are on

the other side of the decimal point. The th on

the end of the words will help remind you that

tenths and hundredths are parts of one whole.

Money is often shown using tenths and

hundredths. One dollar and twenty-five cents

is written as $1.25. We read the decimal point

as the word and. We say one dollar and twenty-

five cents.

This means there is one dollar. Notice it is in

the ones place. The twenty-five cents is the

amount of money less than one dollar. The 2 is

in the tenths place and the 5 is in the hundredths

place.

o

n

e

s

(

u

n

i

t

s

)

d

e

c

i

m

a

l

p

o

i

n

t

t

e

n

t

h

s

h

u

n

d

r

e

d

t

h

s

1 . 2 5

LESSON 7

74 Applied Mathematics

Ten dollars and seventy-five cents is written

as $10.75. Do you see how the numbers to the

left of the decimal point follow the place value

chart?

There is 1 ten and no ones. The seventy-five

cents is the part less than one dollar.

Lets move on to Lesson 8 and talk more

about money.

o

n

e

s

(

u

n

i

t

s

)

t

e

n

s

d

e

c

i

m

a

l

p

o

i

n

t

t

e

n

t

h

s

h

u

n

d

r

e

d

t

h

s

1 0 . 7 5

LESSON 7

Applied Mathematics 75

COUNTING MONEY

Lesson 8 is about counting money. Were

going to practice counting money and see

different ways to write it. You may already know

how to count money. If you do, you may move

on to the practice problems at the end of this

lesson. It is a good idea, even if you know how

to count money, to do these problems for review.

Usually, its not as easy to write units of money

as it is to count them.

Money comes in several forms. Lets take a

look at some of them:

penny nickel dime quarter

$.01 $.05 $.10 $.25

one-dollar bill five-dollar bill

$1.00 $5.00

ten-dollar bill twenty-dollar bill

$10.00 $20.00

LESSON 8

76 Applied Mathematics

Remember, the symbol $ means dollars. It

means money is being shown. There are 100

pennies in one dollar. We usually show the

number of pennies or cents using the hundredths

place value. Do you remember the hundredths

place from the last lesson?

$.08 8 cents

$.02 2 cents

The amount, $.10, shows ten pennies or ten

cents. Notice the decimal point. Two places to

the right of it shows hundredths. This means

we have 10 out of 100 pennies (or one dollar).

We write 50 cents or 50 pennies as $.50.

Sometimes a zero is placed in the ones place:

$0.50

This means the same amount as $.50.

LESSON 8

$

d

o

l

l

a

r

s

c

e

n

t

s

Remember

Applied Mathematics 77

We can also write this amount as 50 using a

different symbol that shows money. The symbol

means cents. Earlier I wrote $.05 under the

picture of the nickel. We read this as five cents

even though we write a dollar sign in front of it.

The placement of the 05 to the right of the

decimal shows that a nickel is part of a dollar. In

the same way, we can write $.25 for 25 cents.

Can you read these amounts?

$.01 = 1 cent (1 or 1 penny)

$.05 = 5 cents (5 or 1 nickel)

$.10 = 10 cents (10 or 1 dime)

$.25 = 25 cents (25 or 1 quarter)

$1.00 = 1 dollar

$5.00 = 5 dollars

$10.00 = 10 dollars

LESSON 8

78 Applied Mathematics

Pennies are counted by ones. If we have 4

pennies, we have 4 cents. Nickels are counted

by fives since a nickel means the same as 5

pennies. (5, 10, 15, 20, 25, 30, 35, 40, )

If I have two nickels,

I count by fives 5,10 I have 10 cents.

If I have 4 dimes,

I count by tens 10, 20, 30, 40 I have 40

cents.

If I have 3 quarters, I count by 25s.

25, 50, 75 I have 75

LESSON 8

Applied Mathematics 79

If I have 4 quarters, I have $1.00. This means

that every time I have four quarters, I will have

$1.00.

Lets practice counting money together. You

must know how much each coin is worth. If

you do not, review page 75.

When counting money, start with the coins

that have the greatest value.

quarter dime nickel penny

We have one quarter. It is worth 25. Then,

we have a dime. It is worth 10. Next, we have

a nickel worth 5. Last, we have 1.

Add:

one quarter 25

one dime 10

one nickel 5

one penny + 1

41

We have $.41 or 41 cents.

LESSON 8

80 Applied Mathematics

Lets look at another example.

25 + 25 + 1

We have $.51 or 51 cents.

one-dollar bill five-dollar bill

ten-dollar bill twenty-dollar bill

Paper money seems easier to count for some

people. It has the amount written on each bill.

As with coins, always start counting with the

bill of greatest value. This can make it easier to

count. If you have 20s, count by 20s. If you

have 10s, count by 10s. If you have 5s, count by

5s.

Lets practice counting some bills.

LESSON 8

Applied Mathematics 81

TOTAL

$20 = $20

$20 + $20 = $40

$40 + $10 = $50

$50 + $5 = $55

$55 + $1 = $56

$56 + $1 = $57

You should count $57.00. Notice the bills of greatest value were counted

first.

START

COUNTING

2

LESSON 8

82 Applied Mathematics

TOTAL

$50 = $50

$50 + $50 = $100

$100 + $50 = $150

$150 + $20 = $170

$170 + $5 = $175

$175 + $5 = $180

continued

LESSON 8

START

COUNTING

2

Applied Mathematics 83

TOTAL

$180 + $5 = $185

$185 + $1 = $186

$186 + $1 = $187

You should get $187. Notice again, the bills of greatest value were counted

first.

LESSON 8

84 Applied Mathematics

Try this one on your own. The answer is on

the following pages.

LESSON 8

Applied Mathematics 85

TOTAL

$20 = $20

$20 + $20 = $40

$40 + $20 = $60

$60 + $20 = $80

$80 + $20 = $100

$100 + $20 = $120

continued

LESSON 8

86 Applied Mathematics

You should count $126.

LESSON 8

TOTAL

$120 + $5 = $125

$125 + $.25 = $125.25

$125.25 + $.25 = $125.50

$125.50 + $.25 = $125.75

$125.75 + $.25 = $126.00

Applied Mathematics 87

20 + 20 + 5 + 1 + 1 + .25 + .10 + .10 + .01 + .01 = $47.47

Lets practice counting one more time. The

value of each bill or coin is shown being added

together largest amount to smallest.

LESSON 8

Now, you should practice on your own. As

always, answers will be provided after you do

the work. Good luck!

88 Applied Mathematics

EXERCISE COUNTING MONEY

Instructions: Write the amount of money as numbers.

1. fifty-six cents __________

2. twenty-seven dollars __________

3. four hundred eighty dollars __________

4. sixty-eight dollars and forty-two cents __________

5. one penny __________

Instructions: Count the following money. Write the total beside the drawing.

6.

____________

7. _____________

LESSON 8

Applied Mathematics 89

8.

_ ____________

9.

____ _________

10.

_____________

LESSON 8

90 Applied Mathematics

ANSWERS TO EXERCISE

1. Answer: $.56 or 56

2. Answer: $27.00 or $27

3. Answer: $480.00 or $480

4. Answer: $68.42

5. Answer: $.01 or 1

6. Answer: $35.41

7. Answer: $.32 or 32

8. Answer: $120.02

9. Answer: $1.22

(Did you count the quarters first then dimes? This

can make it easier.)

10. Answer: $17.00 or $17

LESSON 8

Applied Mathematics 91

READING AND

WRITING FRACTIONS

You are almost finished with this workbook.

You only have one more lesson to do after this

one. You should be proud of your progress!

This lesson is about fractions. Fractions are

pieces of larger things. For instance, if you have

a piece of pie, you have a fraction of the pie.

Lets take a look at some pictures that should

help you see this clearer.

This is a whole circle. We can draw a line

through the center of the circle. When we do,

we have divided the circle in half (written

1

2

).

LESSON 9

This is one whole

sandwich. Soon there

will be one half left.

92 Applied Mathematics

The circle is in two pieces. We have made

fractions, parts of a whole. To show a fraction,

we have shaded one of the two pieces. The

fraction is written:

1

2

This means one out of two parts.

The top number is the shaded part (called

the numerator). The bottom number is the total

number of pieces (the denominator).

Lets look at another circle:

We have divided this circle into four pieces

showing it as fourths.

LESSON 9

Applied Mathematics 93

If we shade 3 of the 4 pieces, we have shaded

3

4

of the circle.

Now, think about the lesson on money. When

we talked about money, we said that every time

you had 4 quarters, you would have one dollar.

Four quarters makes one whole dollar. This

means that one quarter is

1

4

of a dollar.

(Sometimes when we write the fraction

1

4

, we

say one quarter of something.)

is the

same

as

is

1

4

of one dollar

25

25 25 25 25

25 25 25

So,

LESSON 9

94 Applied Mathematics

What part of a dollar is two quarters or fifty

cents?

Fifty cents $.50 is half of a dollar.

Make sure that when you read fractions you

read the top number first. Then, read the bottom

number as half, third, fourth, fifth, and so on.

For example,

3

4

is read three-fourths.

The bottom number of a fraction shows how

many equal pieces make up the whole. The top

number shows how many pieces you are talking

about. The larger the number on the bottom,

the smaller the parts compared to the whole.

Think about that for a minute. Do you see the

parts getting smaller as the bottom number gets

bigger? For example:

Which was larger,

1

4

or

1

16

? Look at the

pictures. You can see

1

4

is larger than

1

16

. When

the top number is the same, the larger the

bottom number, the smaller the fraction.

LESSON 9

25

50 50

25 25 25

1

4

1

8

1

16

1

32

Applied Mathematics 95

If the bottom number doesnt change and the

top number gets larger, then you have more parts

of the whole. For example:

What is more,

1

8

or

3

8

? The top number

means more parts. Three parts are more than

one part. Therefore,

3

8

is more than

1

8

.

What if the number on the top and the

bottom of the fraction are the same? Then, you

have a whole, or 1.

A ruler is often marked off in inches. Each

inch is divided into halves, fourths, eighths, and

sixteenths of an inch.

We will not practice using fractions to

measure distance. You should see that fractions

are found in everyday activities, like using a ruler

to measure distance.

1 1

1

2

1

4

1

8

1

16

LESSON 9

1

8

2

8

3

8

4

8

4

4

3

3

8

8

96 Applied Mathematics

EXERCISE FRACTION OF A WHOLE

Instructions: What part of each figure is shaded?

1. 2.

________ ________

3. 4.

________ ________

5. 6.

________ _______

LESSON 9

Applied Mathematics 97

7. Write

2

3

in words.

_______________

8. Write seven-eighths using numbers.

_______________

9. Three quarters is what fraction of a dollar?

_______________

10. Draw a circle and shade

5

6

of it.

LESSON 9

98 Applied Mathematics

LESSON 9

ANSWERS TO EXERCISE

1. 2.

Answer:

1

6

Answer:

1

4

3. 4.

Answer:

2

9

Answer:

5

6

5. 6.

Answer:

5

8

Answer:

5

16

Applied Mathematics 99

LESSON 9

7. Write

2

3

in words.

Answer: two-thirds

8. Write seven-eighths using numbers.

Answer:

7

8

9. Three quarters is what fraction of a dollar?

Answer:

3

4

of a dollar ($.75)

10. Draw a circle and shade

5

6

of it.

Answer: You should have drawn 6 parts the same size. You

should have shaded any 5 of the 6 parts.

100 Applied Mathematics

You have made it to the end of this level. I

am proud of you. I hope that you learned

something and think that the review was good

for you. Lets see exactly how much you

remember. The last lesson is a Posttest. You

should be able to do all of the problems. As

always, the answers will follow the questions. If

you cannot do a problem, you should review

the lesson with those problems. Good luck!

LESSON 10

Dont peek!

Applied Mathematics 101

EXERCISE POSTTEST

Instructions: Select the letter that shows the time or measurement on each clock

or meter.

1. __________

a. 4:03

b. 3:04

c. 3:20

d. 4:15

2. __________

a. 6:40

b. 8:30

c. 8:06

d. 6:20

3. __________

a. 20 till 5:00

b. 40 till 5:00

c. 20 after 8:00

d. 20 till 8:00

POSTTEST

102 Applied Mathematics

4. __________

a. 20 amperes

b. 20

1

2

amperes

c. 30 amperes

d. 25 amperes

5. __________

a. 00584

b. 00564

c. 11684

d. 11695

6. __________

a. 35

b. 41

c. 32

d. 29

0

10

20 30

40

50

POSTTEST

10

0

-10

-20

20

30

40

50

60

70

80

90

100

110

120

130

T

H

E

R

M

OM

E

T

E

R

140

Applied Mathematics 103

Instructions: Count the money. Then, select the letter showing the correct

amount.

7.

a. $30.40

b. $60.45

c. $50.45

d. $50.40

8.

a. $6.25

b. $15.45

c. $6.65

d. $15.65

POSTTEST

104 Applied Mathematics

9.

a. $18.00

b. $22.00

c. $30.00

d. $17.00

Instructions: Look at the number: 5,382. Select the letter that shows the place

value of the digit.

10. 5

a. thousands

b. hundreds

c. tens

d. ones

11. 2

a. thousands

b. hundreds

c. tens

d. ones

POSTTEST

Applied Mathematics 105

Instructions: Select the letter that best completes or answers each problem.

12. Three-tenths is written as:

a.

10

3

b.

3

10

c. 310

d. 103

13. Select the circle that shows

9

10

.

a. c.

b. d.

POSTTEST

106 Applied Mathematics

14. What fraction of this box is shaded? __________

a.

3

4

b.

3

8

c.

4

3

d.

8

3

15. The symbol following a number means:

a. circle

b. number

c. pounds

d. degrees

16. Look at $123.25. The 25 means:

a. 25 dollars

b. 2 tens and five ones

c. 25 quarters

d. a part of one dollar

POSTTEST

Applied Mathematics 107

17. Select the two numbers that mean the same amount.

a. 0.2 and 2.0

b. 7.0 and 7.00

c. 5.6 and 6.5

d. 0.0 and 0.1

18. The number 12,450 is written as:

a. twelve thousand, four hundred fifty

b. twelve ten thousand, four hundred fifty

c. twelve million, four thousand, fifty

d. one hundred two thousand, forty-five hundred

19. Choose the statement about percent that is true. (Think

about the pictures of percent that you studied.)

a. 10% is more than half of something

b. 50% is all of something

c. 50% is less than half of something

d. 100% is all of something

20. If you see 20# paper, it means:

a. 20 pieces of paper

b. 20 pound weight paper

c. number 20 paper

d. 20 percent paper

POSTTEST

108 Applied Mathematics

ANSWERS TO EXERCISE

1. Answer: c. 3:20

2. Answer: b. 8:30

3. Answer: a. 20 till 5:00

4. Answer: d. 25 amperes

5. Answer: a. 00584

6. Answer: c. 32

7. Answer: d. $50.40

8. Answer: b. $15.45

9. Answer: b. $22.00

10. Answer: a. thousands

POSTTEST

Applied Mathematics 109

11. Answer: d. ones

12. Answer: b.

3

10

13. Answer: b.

14. Answer: b.

3

8

15. Answer: d. degrees

16. Answer: d. a part of one dollar

17. Answer: b. 7.0 and 7.00

18. Answer: a. twelve thousand, four hundred fifty

19. Answer: d. 100% is all of something

20. Answer: b. 20 pound weight paper

POSTTEST

110 Applied Mathematics

The following chart will provide you with scoring information. Count the

number of correct answers on your Posttest. Find that number in the left

column. The number in the right column is your score. Repeat the exercises

that you missed and, if needed, go back to the lesson that talks about those

topics.

NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF

CORRECT ANSWERS CORRECT ANSWERS CORRECT ANSWERS CORRECT ANSWERS CORRECT ANSWERS SCORE SCORE SCORE SCORE SCORE

20 100%

19 95%

18 90%

17 85%

16 80%

15 75%

14 70%

13 65%

below 13 review entire level

YOUR SCORE

Applied Mathematics 111

SUMMARY

Well, how did you do on the Posttest? If you

scored 90% or higher, you are ready for Level 2.

Dont be discouraged if you scored below 90%.

There are a lot of skills to learn. Practice, practice,

practice! You can do it!

Remember, learning basic math skills will

help you in the workplace and throughout your

life.

You should be proud of your progress!

Worldwide Interactive Network, Inc.

1000 Waterford Place

Kingston, TN 37763

Toll-free 888.717.9461

Fax 865.717.9461

www.w-win.com

WIN Career Readiness Courseware - 2008 Worldwide Interactive Network, Inc. All rights reserved.

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